اتجاهات المعلمين و المعلمات نحو استخدام بوابة المستقبل في التعليم

Abstract EN

This study aims to identify teachers' trends towards using future gate in education, impediments to the use of future gate in education by teachers, ways to overcome impediments to the use of future gate in education by teachers, and statically significant differences within teachers' trends towards using future gate in education according to their personal and career data (gender, academic qualification, educational stage, and years of experience).

To achieve these objectives, the researcher used a descriptive approach.

She also used the questionnaire as a tool to achieve the objectives of her study.

The study community consisted of teachers of public education in Riyadh city.

The researcher designed a questionnaire on the Google Drive website.

This questionnaire was distributed to the study community.

The respondents were 277 individuals.

6 responses were eliminated due to its invalidity to entry and analysis.

Therefore, the actual sample of the study consisted of (271) of female and male teachers.

The study concluded the following results: Results revealed that the study sample individuals responded with “neutral” regarding teachers' trends towards using the future gate in education.

Results also showed that the study sample individuals responded with “agree” regarding impediments to the use of future gate in education by teachers.

Results revealed that the most significant constraints are that (the weak and slow internet in schools limit activating the use of the future gate, and the increased burdens on teacher limit his use to the future gate).

Results revealed that the study sample responded with “agree” on ways to overcome impediments to the use of future gate in education by teachers.

Results showed that the most significant ways are (to reduce burdens on the teacher to enable him to use the future gate in education, and to provide the proper financial support for schools to provide devices and tools required for using the future gate in education).

Finally, results revealed that there are no statically significant differences (at significance level ≤ 0.05) between teachers' trends towards using the future gate in education according to the difference in (gender, academic qualification, and educational stage variables), while there were statically significant differences due to years of experience variable.

Results showed that difference came in favor of individuals with years of experience (from 5 years to less than 10 years).